In the first instance attention is paid to the effect of a computer-based teaching programme (CBTP) on the
knowledge, problem-solving skills and learning approach of student nurses. Secondly, the utilisation of a CBTP
by respondents is investigated. Highly significant to significant statistical improvement in knowledge took place
according to the Wilcoxon's sign rank test and non-parametric confidence intervals for all groups except the
control group (practice). Although problem-solving did not reveal statistically significant differences, the marks of
the respondents for their post-test did show improvement. In the practice group (oncology wards) no statistically
significant change in the learning approach of respondents was found after using the CBTP. Slight differences
were, however, found in the different categories of learning approaches (meaning, reproduction, non-academic
and strategic).On the whole the multimedia computer centre group (MMC group) made more use of the CBTP
than the practice group. The median sessions were 3 (practice) and 12 (MMC). The difference may possibly be
ascribed to the fact that the MMC group completed the research under very strictly controlled circumstances. The
degree to which the practice group utilised the CBTP may have been due to internal factors such as staff shortage,
case loads, and the nursing care needs of patients. It would appear that the CBTP that was developed with
the aim of improving knowledge of oncological nursing can, in fact, be effectively used. However, in view of all the
results, computer-based teaching is not recommended to be used in isolation to develop specific skills in students,
but that it should form part of a combined teaching package.